Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
Displaying 1 - 4 of 4
Filtering by
- All Subjects: adolescents
- Creators: Ringenbach, Shannon
- Creators: Loebenberg, Abby
Description
This study examined the effect of an 8-week exercise intervention on functional exercise capacity in adolescents with Down syndrome (DS). Forty participants were randomly assigned to one of three groups: assisted cycling (ACT) (n = 17) where participants experienced at least a 35% increase in their voluntary cycling speed through the use of a motor, voluntary cycling (VC) (n = 15) where participants cycled at a self-selected cadence, and no cycling (NC) (n = 8) where participants did not participate in any cycling intervention. In each cycling intervention, each participant completed three, 30 minute cycling sessions per week for a total of eight weeks. The Six-Minute Walk Test (6MWT) was administered prior to and after the 8-week intervention in pre-test and post-test assessment sessions, respectively. Our hypothesis was somewhat supported in that functional exercise capacity improved after ACT as measured by an increase in total number of laps walked, total distance walked, and average walking speed during the 6MWT, when compared to VC or NC.
ContributorsCook, Megan Rey (Author) / Ringenbach, Shannon (Thesis director) / Huberty, Jennifer (Committee member) / Barrett, The Honors College (Contributor) / School of Nutrition and Health Promotion (Contributor)
Created2015-05
Description
The purpose of our study was to examine the effectiveness of a cycling intervention on body composition in adolescents with Down syndrome (DS). Participants completed one of three interventions over eight consecutive weeks. The interventions were: 1) Voluntary Cycling (VC), in which participants cycled at their self-selected pedaling rate 2) Assisted Cycling (AC), in which the participants' voluntary pedaling rates were assisted with a motor to ensure the maintenance of 80 rpms. 3) No cycling (NC), in which the participants acted as controls. Participants in the AC intervention did not decrease body fat or increase lean body mass however they did maintain these measures during the intervention as compared to the VC and NO participants who increased body fat and decreased lean body mass. These statistics were not exactly as expected nor were they statistically significant. Future research will try to replicate this data with statistically significant values for more cycling adolescents with DS using more randomized intervention groups.
ContributorsBennett, Kristen Leigh (Author) / Ringenbach, Shannon (Thesis director) / Brown, Steven (Committee member) / Barrett, The Honors College (Contributor) / School of Nutrition and Health Promotion (Contributor)
Created2015-05
Description
The purpose of the study was to examine the effectiveness of two modes of exercise on depression in adolescents with Down syndrome (DS). Twelve participants randomly completed one of two exercise interventions. The interventions were: 1) Voluntary Cycling (VC), in which participants cycled at their self-selected pedaling rate 2) Assisted Cycling (AC), in which the participants' voluntary pedaling rates were augmented with a motor to ensure the maintenance of 80 rpms. In each intervention, the participant completed three cycling sessions each week for a total of eight weeks. Depression scores did decrease or improved after both AC and VC, but not significantly. There was a greater mean improvement for participants in the AC group than VC when analyzing total score and t-score. Future research will include a greater sample size and control group to reach significant results as well as try and reveal the mechanisms involved in these mental health improvements found after an acute bout of assisted cycling in adolescents with DS.
ContributorsTeslevich, Jennifer Lynn (Author) / Ringenbach, Shannon (Thesis director) / Kulinna, Pamela (Committee member) / Barrett, The Honors College (Contributor) / School of Nutrition and Health Promotion (Contributor) / Department of Psychology (Contributor)
Created2013-12
Communicating with Confidence: Evaluating Sexual Education Exposure’s Effect on Sexual Communication
Description
This study examined associations between reports of receiving information on sexual education topics common to different sexual education curricula (e.g. abstinence only until marriage, comprehensive) and reported confidence in sexual communication of information and preferences, taking into account information received from school health classes, parents/guardians, online resources, and peers.
Data used from 293 participants aged 18-25 was used to perform descriptive analyses and linear regressions adjusted for significant covariates. Exposure to a comprehensive sexual education curriculum was found to be significantly positively associated with increased sexual communication confidence, while exposure to an abstinence only until marriage curriculum was not found to be a significant predictor. All resources were found to be positively associated with sexual communication confidence with the exception of health class, which was an insignificant predictor.
Comprehensive sexual education is an important factor in increasing young adults’ confidence in sexual communication of information and preferences. However, sexual education delivery in health classes in the United States is currently ineffective. A reevaluation of how sexual education should be delivered in the United States is needed.
Data used from 293 participants aged 18-25 was used to perform descriptive analyses and linear regressions adjusted for significant covariates. Exposure to a comprehensive sexual education curriculum was found to be significantly positively associated with increased sexual communication confidence, while exposure to an abstinence only until marriage curriculum was not found to be a significant predictor. All resources were found to be positively associated with sexual communication confidence with the exception of health class, which was an insignificant predictor.
Comprehensive sexual education is an important factor in increasing young adults’ confidence in sexual communication of information and preferences. However, sexual education delivery in health classes in the United States is currently ineffective. A reevaluation of how sexual education should be delivered in the United States is needed.
ContributorsDouglass, Kathryn (Author) / Pivovarova, Margarita (Thesis director) / Loebenberg, Abby (Committee member) / Electrical Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12